Social network analysis for peer inclusion in undergraduate online discussions
Asynchronous Online Discussion (AOD) is useful for learning at university, but it loses effectiveness as student participation decreases. This study provides a method based on Social Network Analysis (SNA) that addresses this issue, by identifying students with a high potential for peer-to-peer inc...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidad de Sevilla
2023-01-01
|
| Series: | Pixel-Bit |
| Subjects: | |
| Online Access: | https://185.79.129.203/index.php/pixel/article/view/95555 |
| _version_ | 1797959335712653312 |
|---|---|
| author | Fran J. Garcia-Garcia Inmaculada López-Francés Cristian Molla-Esparza |
| author_facet | Fran J. Garcia-Garcia Inmaculada López-Francés Cristian Molla-Esparza |
| author_sort | Fran J. Garcia-Garcia |
| collection | DOAJ |
| description |
Asynchronous Online Discussion (AOD) is useful for learning at university, but it loses effectiveness as student participation decreases. This study provides a method based on Social Network Analysis (SNA) that addresses this issue, by identifying students with a high potential for peer-to-peer inclusion during asynchronous debates. To test this method, we created discussion forums in Moodle and examined the interactions of 93 undergraduate students in the field of Educational Sciences. We analysed the social networks that emerged from the discussions, including 1818 connections. The results showed that some students had more closeness centrality and were more accessible than the others. Once this group was identified, the teacher was then able to encourage those students to include others with less active participation in the discussions. Peer-to-peer inclusion made sense when there were participants who engaged in the debate but did not easily get a response from their classmates. This study leads the way for more research on the effectiveness of teaching strategies based on SNA, specifically on removing barriers to learning and participation in AOD with university students.
|
| first_indexed | 2024-04-11T00:30:58Z |
| format | Article |
| id | doaj.art-c816d5023907471bb8034d751d726868 |
| institution | Directory Open Access Journal |
| issn | 1133-8482 2171-7966 |
| language | English |
| last_indexed | 2024-04-11T00:30:58Z |
| publishDate | 2023-01-01 |
| publisher | Universidad de Sevilla |
| record_format | Article |
| series | Pixel-Bit |
| spelling | doaj.art-c816d5023907471bb8034d751d7268682023-01-07T16:45:37ZengUniversidad de SevillaPixel-Bit1133-84822171-79662023-01-0166Social network analysis for peer inclusion in undergraduate online discussionsFran J. Garcia-Garcia0Inmaculada López-Francés1Cristian Molla-Esparza2Universidad de ValenciaUniversidad de ValenciaUniversidad de Valencia Asynchronous Online Discussion (AOD) is useful for learning at university, but it loses effectiveness as student participation decreases. This study provides a method based on Social Network Analysis (SNA) that addresses this issue, by identifying students with a high potential for peer-to-peer inclusion during asynchronous debates. To test this method, we created discussion forums in Moodle and examined the interactions of 93 undergraduate students in the field of Educational Sciences. We analysed the social networks that emerged from the discussions, including 1818 connections. The results showed that some students had more closeness centrality and were more accessible than the others. Once this group was identified, the teacher was then able to encourage those students to include others with less active participation in the discussions. Peer-to-peer inclusion made sense when there were participants who engaged in the debate but did not easily get a response from their classmates. This study leads the way for more research on the effectiveness of teaching strategies based on SNA, specifically on removing barriers to learning and participation in AOD with university students. https://185.79.129.203/index.php/pixel/article/view/95555DiscussionSocial learningDidactic use of computerEducational technologyNetwork analysisUniversity |
| spellingShingle | Fran J. Garcia-Garcia Inmaculada López-Francés Cristian Molla-Esparza Social network analysis for peer inclusion in undergraduate online discussions Pixel-Bit Discussion Social learning Didactic use of computer Educational technology Network analysis University |
| title | Social network analysis for peer inclusion in undergraduate online discussions |
| title_full | Social network analysis for peer inclusion in undergraduate online discussions |
| title_fullStr | Social network analysis for peer inclusion in undergraduate online discussions |
| title_full_unstemmed | Social network analysis for peer inclusion in undergraduate online discussions |
| title_short | Social network analysis for peer inclusion in undergraduate online discussions |
| title_sort | social network analysis for peer inclusion in undergraduate online discussions |
| topic | Discussion Social learning Didactic use of computer Educational technology Network analysis University |
| url | https://185.79.129.203/index.php/pixel/article/view/95555 |
| work_keys_str_mv | AT franjgarciagarcia socialnetworkanalysisforpeerinclusioninundergraduateonlinediscussions AT inmaculadalopezfrances socialnetworkanalysisforpeerinclusioninundergraduateonlinediscussions AT cristianmollaesparza socialnetworkanalysisforpeerinclusioninundergraduateonlinediscussions |